How special needs support is organised in Spanish schools

Terms used

• LOMLOE — The LOMLOE is the 2020 national education law that amended the earlier law and strengthened inclusive education.
• Orientador — The orientador is the school guidance specialist who assesses pupils' needs and advises teachers and families.
• EOEP — EOEP are Madrid's external psychopedagogical guidance teams serving infant and primary schools.
• Evaluación psicopedagógica — The evaluación psicopedagógica is the school guidance team's assessment of a child's learning needs and the support required.
• Informe psicopedagógico — The informe psicopedagógico is the written report from the evaluation, which the school uses to plan specific support.
• Dictamen de escolarización — The dictamen de escolarización is the guidance team's report recommending the type of schooling for a child needing significant adaptations.

Key rules

• Who identifies: School guidance staff, the orientador or the regional guidance team, identify needs through a psychopedagogical evaluation, and you can ask for one.
• Who decides: The regional education authority decides the type of schooling, and the school must consult you.
• Health track: Health services diagnose and treat, but the school still runs its own evaluation and decides educational measures.
• Regional differences: Team names, documents and procedures differ by region, so ask your school which apply to you.
• Therapy: Schools do not provide clinical therapy; that comes through health services or private providers.

The short version

Spain uses a regional model of evaluation and resources under the national education law (LOMLOE). School guidance staff identify needs. The regional education authority decides on resources and type of schooling. Health services run in parallel and do something different: they diagnose and treat.

Each region sets its own procedures, names and staffing. The national law sets the principles: inclusion, equity, non-discrimination and early detection. This applies to public and publicly funded private schools in every region.

Who identifies needs

The class tutor and teachers usually notice a difficulty first. They raise it with the school's guidance service. You can also ask for an evaluation yourself.

Who the guidance service is depends on the school stage:

• Secondary schools have a departamento de orientación, led by the orientador.
• Infant and primary schools are served by external teams. In Madrid they are called EOEP. In Andalucía they are called EOE. Other regions have equivalents under other names.

Their psychologists and pedagogues carry out the evaluación psicopedagógica. It produces the informe psicopedagógico, the key document for support at school.

The groups covered include special educational needs, late arrival in the school system, high abilities, specific learning difficulties, ADHD, and personal or school disadvantage.

Who decides on support

Support comes in two levels:

• Ordinary measures are decided by the school: the tutor, the teaching team and the head of studies, together with the guidance service.
• Specific support for special educational needs is based on the informe psicopedagógico. When a child needs significant adaptations or special schooling, the guidance team also issues a dictamen de escolarización.

The regional education authority then decides the type of schooling, usually through its inspectorate or provincial office. The options are:

1. Ordinary school.
2. Ordinary school with support.
3. Combined schooling, split between ordinary and special education.
4. Special education.

The school must hear and consult you before this decision. Ask the school which office decides in your region and what document it needs.

Where health services fit

Health services work alongside the school, not inside it. They do not decide educational measures.

• Your paediatrician detects possible problems and refers your child.
• Child neurology and child mental health units (USMIJ or CSMIJ) diagnose conditions such as autism, ADHD and language disorders, and provide treatment.
• Early care centres (CDIAT) usually serve ages 0 to 6. They offer therapy such as speech, physiotherapy and psychomotor work.

Health reports can support the school's evaluation. The school still does its own evaluation and decides the educational measures. Schools do not provide clinical therapy.

Many regions have protocols for education and health to coordinate. Waiting lists, therapy limits and whether therapy can happen in school hours vary, so ask your health centre what is available locally.

What this means for you

Work both tracks at once. Ask the tutor to request the school evaluation, and ask your paediatrician for referrals. Share reports between the two. The first 90 days planner and the quick answers below walk you through the steps and common questions.

Your first 90 days in Spain with a child who needs support

• Register at the town hall (empadronamiento) and apply for the child's health card (tarjeta sanitaria) at the regional health service: In your first days, because other steps depend on these

• Contact the school or the regional admissions office, tell them about your child's needs and hand over any foreign reports: In the first weeks, in parallel with the health steps. Enrolment can often be provisional while papers are completed

• Book the first pediatrician visit at your health centre: As soon as you have the health card, in parallel with school contact

• Ask the class tutor to request the psychopedagogical evaluation from the school guidance team: Once your child is enrolled. It does not wait for the health referral

• Ask the pediatrician for referrals to specialists, and to early intervention if your child is under six: At the first pediatrician visit. It does not wait for the school evaluation, and waits can run from weeks to many months

• Start private therapy (speech, occupational, psychology) if you want it: Straight away if wanted: it needs no registration and covers the waiting time

• Apply for a disability certificate (grado de discapacidad) with the regional social services: In parallel, once you have a diagnosis or reports, alongside the school evaluation

• Share reports between the school and the health track, and ask what extra support the evaluation recommends: As each report arrives. If you arrive mid-year, the evaluation can take weeks to months and extra hours may not start until the next school year

Quick answers on starting out with special needs support

Does my child need an official diagnosis before the school gives any help?

No, ordinary classroom help such as reinforcement or flexible grouping needs no official diagnosis. The school can apply it on the teachers' judgment. Specific support, such as PT or AL teachers, needs the school's psychopedagogical evaluation and formal identification.

Do I pay for the school evaluation and support in a public school?

No, the evaluation and in-school support are free in public and publicly funded schools. Private assessments and therapy are paid by you. Extras such as the dining room (comedor) or transport can cost money, depending on the region.

How different is special needs support between regions?

Support differs a lot between regions, because each of the 17 autonomous communities runs its own education system. Staffing of support teachers, waits for evaluation and the share of children in special schools all vary. Ask your local school what is available.

Can I take part in school meetings if I don't speak Spanish?

Yes, you can attend any meeting or tutoría whatever your language, but there is no general right to a free interpreter. Schools often use a bilingual teacher, another parent or a cultural mediator. For your child's evaluation you must be informed, and many regions provide mediators or translated documents on request.

How do I ask for an interpreter or intercultural mediator?

Ask the school's direction or jefatura de estudios, who contact the regional or municipal service. There is no national interpreter service. Regions such as Catalonia, Madrid, Andalusia and the Basque Country run mediation help, often through town councils or NGOs.